This book focuses on workplace innovation, which is a key element in ensuring that organizations and the people within them can adapt to and engage in healthy, sustainable change. It features a collection of multi-level, multi-disciplinary contributions that combine theory, research and practical perspectives. In addition, the book presents new perspectives from a number of nations on policies with novel theoretical approaches to workplace innovation, as well as international case studies on the subject. These cases highlight the role of leadership, the relation between workplace innovation and well-being, as well as the do’s and don’ts of workplace innovation implementation. Whether you are an experienced workplace practitioner, manager, a policy-maker, unionist, or a student of workplace innovation, this book contains a range of tips, tools and international case studies to help the reader understand and implement workplace innovation.

Participation and social responsibility in innovation is the core theme of this book. Both are issues of organization and not of ethics, or the enforcement of other forms of obligations on individual actors. The need is for a democratization of innovation that can make innovation open to broad participation.

This book argues that a New Deal for research in Europe is needed. This New Deal would involve the mobilisation of policy actors across all levels-–regional, national and European-–and their commitment to develop a more effective research system based on actions where they have the greatest impact. The book presents, from a viewpoint inside the European Commission, the nuts and bolts of how EU research policy is actually designed. It also provides a comprehensive analysis, on the basis of factual evidence, not only of the positive impacts of European research, but of the various criticisms that have been made of the Framework Programme.

"This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features Discusses how to build a school research culture through collaborative teacher research Delineates the role of the professional development school as a venue for constructing a knowledge democracy Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Having just emerged from a prolonged civil war and faced with the urgent tasks of establishing political stability and reinvigorating an economy in tatters, the Transitional Government of Ethiopia (1991-1995) had to set a new direction for the economic reconstruction and social rehabilitation of the warn-torn and poverty-ridden country. During the Transitional Period a spate of new policies and strategies defining the development priorities, goals and implementation instruments of the new regime led by the EPRDF was introduced. This work is a synthesis of various sectoral policies and an attempt to trace the genesis of the policies, highlight the continuities, significant departures and other salient features. Each of the reviews in this digest briefly analyses the critical elements of the policies, identifies major gaps in the conceptualisation of the policy as well as the achievements registered and the challenges encountered in its implementation. The authors also try to identify the outstanding issues to be addressed by policymakers and suggest remedies. The policy reviews have been grouped into three parts and presented under social, economic and governance sectors.

Discover how to better help those in your community in need of services Community Action Research comprehensively explores models for community action research, incorporating quantitative and qualitative research to highlight the advantages to community members as well as the volunteers/paraprofessionals who implement the services. Respected experts present the latest research on the fulfillment of the needs of community members as well as the benefits to the volunteers and paraprofessionals, including psychological empowerment, psychological sense of community, and other facets of personal development. Community Action Research is helpfully organized into two sections. The first section presents a sample of empirical studies that examines whether community action research demonstrated benefits for community members. The second section provides empirical studies that show the positive impact of community action research on the personal development of volunteers and paraprofessionals who provided the research-related services. This detailed text is carefully referenced and uses several tables to enhance understanding of research data. Community Action Research discusses: the Adolescent Diversion Project as an alternative to juvenile court home-based behavior modification programs for autistic children the People Awakening Project and the role paraprofessionals played in Alaska Native sobriety a crime prevention project launched by a residential neighborhood association the Actual Community Empowerment Reading Program which utilized community members as literacy tutors the Community Service Self-Efficacy Scale’s reliability and validity the Hawaiian Studies Program’s weekly participation in community service-learning exercises and more! Community Action Research is insightful reading for psychologists, sociologists, social workers, criminal justice researchers and professionals, community counselors, practitioners and researchers in community prevention and intervention, clinical supervisors, service learning specialists, educators, students, and mental health and human services program administrators, planners, or evaluators.

As requested by the National Science Foundation (NSF) and the Interagency Committee for Extramural Mathematics Programs (ICEMAP), this report updates the 1984 Report known as the "David Report." Specifically, the charge directed the committee to (1) update that report, describing the infrastructure and support for U.S. mathematical sciences research; (2) assess trends and progress over the intervening five years against the recommendations of the 1984 Report; (3) briefly assess the field scientifically and identify significant opportunities for research, including cross-disciplinary collaboration; and (4) make appropriate recommendations designed to ensure that U.S. mathematical sciences research will meet national needs in coming years. Of the several components of the mathematical sciences community requiring action, its wellspring--university research departments--is the primary focus of this report. The progress and promise of research--described in the 1984 Report relative to theoretical development, new applications, and the refining and deepening of old applications--have if anything increased since 1984, making mathematics research ever more valuable to other sciences and technology. Although some progress has been made since 1984 in the support for mathematical sciences research, the goals set in the 1984 Report have not been achieved. Practically all of the increase in funding has gone into building the infractructure, which had deteriorated badly by 1984. While graduate and postdoctoral research, computer facilities, and new institutes have benefited from increased resources, some of these areas are still undersupported by the standards of other sciences. And in the area of research support for individual investigators, almost no progress has been made. A critical storage of qualified mathematical sciences researchers still looms, held at bay for the moment by a large influx of foreign researchers, an uncertain solution in the longer term. While government has responded substantially to the 1984 Report's recommendations, particularly in the support of infrastructure, the universities generally have not, so that the academic foundations of the mathematical sciences research enterprise are as shaky now as in 1984. The greatet progress has been made in the mathematics sciences community, whose members have shown a growing awareness of the problems confronting their discipline and increased interest in dealing with the problems, particularly in regard to communication with the public and government agencies and involvement in education. (AA)

A new release in the Quality Chasm Series, Priority Areas for National Action recommends a set of 20 priority areas that the U.S. Department of Health and Human Services and other groups in the public and private sectors should focus on to improve the quality of health care delivered to all Americans. The priority areas selected represent the entire spectrum of health care from preventive care to end of life care. They also touch on all age groups, health care settings and health care providers. Collective action in these areas could help transform the entire health care system. In addition, the report identifies criteria and delineates a process that DHHS may adopt to determine future priority areas.

This manual has been developed to enhance the professional capacity of educators in the area of Action Research. Filled with practical information, examples, and worksheets, the manual is based on training modules developed by the Professional Development program of USAID/ESRA in cooperation with the International Reading Association. The manual will serve as a starting point for enhancing the literacy instruction capacity of teachers around the world to improve the quality of education.

PRESERVING A LIFE OF PEACE AND DIGNITY FOR THE AGING This ground-breaking volume offers a new, collaborative approach geared to enhance case review, improve victim safety, raise abuser accountability, and promote system change. Sharing the common goal of promoting elder victim safety, experts in adult protective services, law enforcement, prosecution, health care, advocacy, and civil justice have formed a unique, multidisciplinary team approach to tackle the following critical topics: Establishing a collaborative description of elder abuse history Identifying the criteria for the reporting of cases Accessing the intervention systems involved Highlighting benefits and obstacles to success Reviewing policy, legislation, research, and social change As the aging population continues to grow, so does the potential for increasing cases of elder abuse. Replete with case examples that allow the experiences of victims to speak for themselves, this book provides the framework to begin, and to build on, collaborative approaches at the local, state, and national levels toward ending elder abuse.
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